|
|
Narrowing UGANDA'S 30% rural-urban STUDENT literacy achievement GAP
A 30% deficit in the achievement of rural students, in English literacy, was documented by the 2011 National Assessment of Progress in Education Report: “Significantly more of the pupils from the urban schools (70.9%) were rated proficient compared to only (40.8%) of those from the rural schools” (Uganda National Examination Board, p.45 NAPE-2011 Report. Available in “Downloads” at www.uneb.ac.ug ). (For commentary on NAPE-2012 see Daily Monitor: 70 per cent of pupils can’t read or count )
The literacy competencies where pupils performed worst and thus critical areas for intervention have to do with pictures and images. Overall and regardless of gender, only 16.4% of the assessed P 3 pupils were rated proficient in the “reading and describing the activities in a picture” component of reading comprehension. Pupils were also least competent (26.0%) in “naming objects in pictures” in the competencies of writing, and in the “associating object to word” (56.9%) of the associating competencies. Pupils’ mean scores declined with increase in age (See Tables 4.02, 4.03, 4.04, 4.05 and Figure 4.02 of NAPE-2011 Report, pp. 41-43).
The Solution
Enriching the relatively more deprived rural school literacy instruction with digital pictures and images would address key literacy deficits that affect English comprehension and deny equal opportunity for academic success. Our Pictures and Images Enrichment in Rural Schools (PIERS) solution involves using mobile technology to make accessible a digital library of over 4500 books to students and schools via the Internet. We use the same technology to train community members in alternative dispute resolution skills.
See it in Action
Click below to view our YouTube Video of the solution or Visit us at Plot 1363 Mackay Zone, Mengo, Kampala (between Sir Apollo Kaggwa Primary Sch. & JEEMA Party Offices) and see this solution in action.
Become part of this solution
Click on this link Equalizing Access to 21st Century Educational Technologies to see how you can help.
The literacy competencies where pupils performed worst and thus critical areas for intervention have to do with pictures and images. Overall and regardless of gender, only 16.4% of the assessed P 3 pupils were rated proficient in the “reading and describing the activities in a picture” component of reading comprehension. Pupils were also least competent (26.0%) in “naming objects in pictures” in the competencies of writing, and in the “associating object to word” (56.9%) of the associating competencies. Pupils’ mean scores declined with increase in age (See Tables 4.02, 4.03, 4.04, 4.05 and Figure 4.02 of NAPE-2011 Report, pp. 41-43).
The Solution
Enriching the relatively more deprived rural school literacy instruction with digital pictures and images would address key literacy deficits that affect English comprehension and deny equal opportunity for academic success. Our Pictures and Images Enrichment in Rural Schools (PIERS) solution involves using mobile technology to make accessible a digital library of over 4500 books to students and schools via the Internet. We use the same technology to train community members in alternative dispute resolution skills.
See it in Action
Click below to view our YouTube Video of the solution or Visit us at Plot 1363 Mackay Zone, Mengo, Kampala (between Sir Apollo Kaggwa Primary Sch. & JEEMA Party Offices) and see this solution in action.
Become part of this solution
Click on this link Equalizing Access to 21st Century Educational Technologies to see how you can help.
